The Effect of Feedback on Informative Text Writing: AI or Teacher?
By: Mehmet Ali Baz and Sevil Hasırcı Aksoy
References
- Abdelhalim, S. M. (2023). Online writing instruction: Understanding university EFL instructors’ beliefs and practices as a complex system. Language Teaching Research,
13621688221150855 . 10.1177/13621688221150855 - Akgun, S., & Greenhow, C. (2022). Artificial intelligence in education: Addressing ethical challenges in K-12 settings. AI and Ethics, 2, 431–440. 10.1007/s43681-021-00096-7
- Akkaya, N., & H. Çıvğın. (2021). Artificial intelligence in Turkish education. The Journal of International Education Science, 8(29), 308–322. 10.29228/INESJOURNAL.53915
- Alsofyani, A. H., & Barzanji, A. M. (2025). The Effects of ChatGPT-generated feedback on Saudi EFL learners’ writing skills and perception at the tertiary level: A mixed-methods study. Journal of Educational Computing Research, 63(2), 431–463. 10.1177/07356331241307
- Angraini, E. P. (2023). Improving students’ descriptive writing ability by using peer assessment at eighth grade of SMP N 2 Sungkai Selatan in 2022/2023 academic year [Unpublished doctoral dissertation]. UIN Raden Intan Lampung.
- Applebee, A. N., & Langer, J. A. (2011). EJ Extra: A snapshot of writing instruction in middle schools and high schools. English Journal, 100(6), 14–27. 10.58680/ej201116413
- Aridah, A., Atmowardoyo, H., & Salija, K. (2017).
Teacher practices and students’ preferences for written corrective feedback and their implications on writing instruction . International Journal Of English Lingusitics, 7(1), 112–125.http://www.ccsenet.org/journal/index.php/ijel - Ballet, K., & Kelchtermans, G. (2009). Struggling with workload: Primary teachers’ experience of intensification. Teaching and Teacher Education, 25(8), 1150–1157. 10.1016/j.tate.2009.02.012
- Balta, Y., & Türel, Y. K. (2013). Çevrimiçi uzaktan eğitimde kullanılan farklı ölçme değerlendirme yaklaşımlarına ilişkin bir inceleme [An analysis of different assessment approaches used in online distance education]. Electronic Turkish Studies, 8(3). 10.7827/TurkishStudies.4271
- Bardwell, R. (1981). Feedback: How does it function? Journal of Experimental Education, 50(1), 4–9. 10.1080/00220973.1981.11011792
- Barrot, J. S. (2023). Using ChatGPT for second language writing: Pitfalls and potentials. Assessing Writing, 57, Article
100745 . 10.1016/j.asw.2023.100745 - Baştürk, R. (2014).
Deneme modelleri [Experimental designs] . In A. Tanrıöğren (Ed.), Bilimsel araştırma yöntemleri [Scientific research methods] (pp. 31–53). Anı. - Beach, R., & Friedrich, T. (2006). Response to writing. Handbook of writing research, 1.
- Biber, D., Nekrasova, T., & Horn, B. (2011). The effectiveness of feedback for L1-English and L2-writing development: A meta-analysis. ETS Research Report Series, 2011(1), i–99. 10.1002/j.2333-8504.2011.tb02241.x
- Bozkurt, A. (2020). Educational technology research patterns in the realm of the digital knowledge age. Journal of Interactive Media in Education, 2020(1), 1–17. 10.5334/jime.570
- Bozkurt, A. (2023a).
Postdigital artificial intelligence . In P. Jandrić (Ed.), Encyclopaedia of postdigital science and education. Springer. 10.1007/978-3-031-35469-4_2-2 - Bozkurt, A. (2024). GenAI et al.: Cocreation, Authorship, Ownership, Academic Ethics and Integrity in a Time of Generative AI. Open Praxis, 16(1), 1–10. 10.55982/openpraxis.16.1.654
- Burstein, J. (2020).
Natural language processing and the literacy challenge . In H. Jiao & R. W. Lissitz (Eds.), Application of artificial intelligence to assessment (pp. 77–100). Information Age Publishing, Inc. - Büyüköztürk, Ş. (2007). Sosyal bilimler için veri analizi el kitabı (7. b.) [Data analysis handbook for social sciences (7th ed.)]. Pegem.
- Büyüköztürk, Ş., Çakmak, K. E., Akgün, Ö. E., Karadeniz, Ş., & Demirel, F. (2023).
Bilimsel araştırma yöntemleri (34. baskı) . [Scientific Research Methods (34 th ed.)]. Pegem Akademi. - Castro, V., Nascimento, A. K. D. O., Zheldibayeva, R., Searsmith, D., Saini, A., Cope, B., & Kalantzis, M. (2025). Implementation of a Generative AI Assistant in K-12 Education: The CyberScholar Initiative. 10.48550/arXiv.2502.19422
- Cen, Y., & Zheng, Y. (2024). The motivational aspect of feedback: A meta-analysis on the effect of different feedback practices on L2 learners’ writing motivation. Assessing Writing, 59,
100802 . 10.1016/j.asw.2023.100802 - Çetinkaya, G., & Hamzadayı, E. (2015). Yabancı dil olarak Türkçe öğretim sürecinde sözel düzeltme geri bildirimleri: Öğretmen ve öğrenci yeğleyişleri [Oral corrective feedback in teaching Turkish as a foreign language: Teacher and student preferences]. Turkish Studies, 10(3), 285–302. 10.7827/TurkishStudies.7906
- Çetinkaya, G., & Yolcusoy, Ö. (2020). Okuduğunu anlamayı değerlendirmeye dönük ölçünleştirilmiş görev biçimleri: Yabancılara Türkçe öğretimi ders kitapları üzerine karşılaştırmalı bir inceleme [Standardized task formats for reading comprehension assessment: A comparative analysis on Turkish as a foreign language textbooks]. HAYEF: Journal of Education, 17(2), 176–198. 10.5152/hayef.2020.20021
- Chen, Z., Chen, W., Jia, J., & Le, H. (2022). Exploring AWE-supported writing process: An activity theory perspective. Language Learning & Technology, 26(2), 129–148.
10125/73482 - Cho, K., Schunn, C. D., & Charney, D. (2006). Commenting on writing: Typology and perceived helpfulness of comments from novice peer reviewers and subject matter experts. Written Communication, 23(3), 260–294. 10.1177/0741088306289261
- Chomsky, N., Roberts, I., & Watumull, J. (2023, March 8).
The false promise of ChatGPT . The New York Times.https://www.nytimes.com/2023/03/08/opinion/noam-chomsky-chatgpt-ai.html - Cohen, J. (1988).
Statistical power analysis for the behavioral sciences . Routledge. 10.4324/9780203029053 - Cohen, L., Manion, L., & ve Morrison, K. (2007). Research methods in education (6th ed.). Routledge.
- Cope, B., & Kalantzis, M. (2023).
Creating a different kind of learning management system: TheCGScholar experiment . In M. Montebello (Ed.), Promoting next-generation learning environments through CGScholar (pp. 1–18). IGI Global. 10.4018/978-1-6684-5124-3.ch001 - Corbin, T., Tai, J., & Flenady, G. (2025). Understanding the place and value of GenAI feedback: a recognition-based framework. Assessment & Evaluation in Higher Education, 1–14. 10.1080/02602938.2025.2459641
- Coşkun, E., & Tamer, M. (2015). Yazma Eğitiminde Geri Bildirim Türleri ve Kullanımı [Types and Use of Feedback in Writing Education]. Mustafa Kemal Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 12(32), 337–372.
https://dergipark.org.tr/tr/download/article-file/183481 - Creswell, J. W. (2020).
Eğitim araştırmaları: Nicel ve nitel araştırmanın planlanması, yürütülmesi ve değerlendirilmesi (H. Ekşi, Çev. Ed., 3. baskı) . [Educational Research: Planning, Conducting, and Evaluating Quantitative and Qualitative Research (3th ed.]). EDAM. - Cui, Y., Schunn, C. D., Gai, X., Jiang, Y., & Wang, Z. (2021). Effects of trained peer vs. teacher feedback on EFL students’ writing performance, self-efficacy, and internalization of motivation. Frontiers in Psychology, 12, Article
788474 . 10.3389/fpsyg.2021.788474 - Dawson, P., Henderson, M., Ryan, T., Mahoney, P., Boud, D., Phillips, M., & Molloy, E. (2023).
Technology and feedback design . In M. J. Spector, B. B. Lockee, & M. D. Childress (Eds.), Learning, design, and technology: An international compendium of theory, research, practice, and policy (pp. 695–739). Springer International Publishing, Cham. 10.1007/978-3-319-17727-4_124-1 - Derakhshan, A., & Ghiasvand, F. (2024). Is ChatGPT an evil or an angel for second language education and research? A phenomenographic study of research-active EFL teachers’ perceptions. International Journal of Applied Linguistics, 34(4), 1246–1264. 10.1111/ijal.12561
- Dibbon, D. (2004). It’s about time. A Report on the Impact of Workload on Teachers and Students. Faculty of Education, Memorial University of Newfoundland.
http://files.nlta.nl.ca/wp-content/uploads/public/documents/wrkldstudy_rprt/wrkldrprt04.pdf - Eckhardt, K. W., & Ermann, M. D. (1977). Social research methods: Perspective, theory, and analysis.
https://lccn.loc.gov/76057256 - Ellis, P. D. (2010). The essential guide to effect sizes. Cambridge University Press. 10.1017/CBO9780511761676
- Fan, N., & Ma, Y. (2022). The Effects of Automated Writing Evaluation (AWE) Feedback on Students’ English Writing Quality: A Systematic Literature Review. Language Teaching Research Quarterly, 28, 53–73. 10.32038/ltrq.2022.28.03
- Field, A. (2013). Discovering Statistics Using IBM SPSS Statistics (4th ed.). Sage.
- Fleckenstein, J., Liebenow, L. W., & Meyer, J. (2023). Automated feedback and writing: A multi-level meta-analysis of effects on students’ performance. Frontiers in Artificial Intelligence, 6, Article
1162454 . 10.3389/frai.2023.1162454 - Flick, U. (1998). An introduction to qualitative research. Sage.
- George, D., & Mallery, P. (2010). SPSS for Windows step by step: A simple guide and reference, (17.0 update). Pearson.
- Ghani, M., & Asgher, T. (2012). Effects of Teacher and Peer Feedback on Students’ Writing at Secondary Level. Journal of Educational Research (1027–9776), 15(2).
- Gielen, S., Tops, L., Dochy, F., Onghena, P., & Smeets, S. (2010). A comparative study of peer and teacher feedback and of various peer feedback forms in a secondary school writing curriculum. British Educational Research Journal, 36(1), 143–162. 10.1080/01411920902894070
- Graham, S. (2019). Changing how writing is taught. Review of Research in Education, 43(1), 277–303. 10.3102/0091732X18821125
- Graham, S., Harris, K., & Hebert, M. A. (2011). Informing writing: The benefits of formative assessment. A Carnegie Corporation Time to Act report. Alliance for Excellent Education.
https://media.carnegie.org/filer_public/37/b8/37b872027138cd6c6f2335bf/ccny_report_2011_informing.pdf?_gl=1*1obn17s*_gcl_au*MTQ4NDIwODI1OS4xNzQ3MTY0MzE4 - Graham, S., Hebert, M., & Harris, K. R. (2015). Formative assessment and writing: A meta-analysis. The Elementary School Journal, 115(4), 523–547. 10.1086/681947
- Graham, S., McKeown, D., Kiuhara, S., & Harris, K. R. (2012). A meta-analysis of writing instruction for students in the elementary grades. Journal of Educational Psychology, 104(4), 879–896. 10.1037/a0029185
- Grimes, D., & Warschauer, M. (2010). Utility in a Fallible Tool: A Multi-Site Case Study of Automated Writing Evaluation. Journal of Technology, Learning, and Assessment, 8(6).
https://files.eric.ed.gov/fulltext/EJ882522.pdf - Guo, K., & Wang, D. (2024). To resist it or to embrace it? Examining ChatGPT’s potential to support teacher feedback in EFL writing. Education and Information Technologies, 29(7), 8435–8463. 10.1007/s10639-023-12146-0
- Gyamfi, G., Hanna, B. E., & Khosravi, H. (2024). Impact of an instructional guide and examples on the quality of feedback: insights from a randomised controlled study. Educational technology research and development, 72(3), 1419–1437. 10.1007/s11423-024-10346-0
- Hamzadayı, E., & Dölek, O. (2022). Bilgilendirici metin yazma başarımını değerlendirmeye yönelik bir ölçek önerisi [A scale proposal for assessing informative text writing performance]. Gaziantep Üniversitesi Eğitim Bilimleri Dergisi, 6(1), 115–130.
- Harari, Y. N. (2023, April 28).
Yuval Noah Harari argues that AI has hacked the operating system of human civilisation . The Economist.https://www.economist.com/by-invitation/2023/04/28/yuval-noah-harari-argues-that-ai-has-hacked-the-operating-system-of-human-civilisation - Han, Y., & Hyland, F. (2015). Exploring learner engagement with written corrective feedback in a Chinese tertiary EFL classroom. Journal of second language writing, 30, 31–44. 10.1016/j.jslw.2015.08.002
- Howell, D. C. (2002). Statistical methods for psychology (5th ed.). Duxbury.
- Hsieh, Y., Hiew, C. K., & Tay, Y. X. (2017). Computer-mediated corrective feedback in Chinese as a second language writing: Learners’ perspectives. Chinese as a second language assessment, 225–246. 10.1007/978-981-10-4089-4_11
- Hyland, K., & Hyland, F. (2006). Feedback on second language students’ writing. Language teaching, 39(2), 83–101. 10.1017/S0261444806003399
- Jansen, T., Höft, L., Bahr, J. L., Kuklick, L., & Meyer, J. (2025). Constructive feedback can function as a reward: Students’ emotional profiles in reaction to feedback perception mediate associations with task interest. Learning and Instruction, 95,
102030 . 10.1016/j.learninstruc.2024.102030 - Jerry, C., Jan, J. M., & Samuel, M. (2013). Improving students’ writing: Why is there a need for teacher feedback. Malaysian Journal of Languages and Linguistics, 2(1), 44–55. 10.24200/mjll.vol2iss1pp44-55
- Karataş, F., & Yüce, E. (2024). AI and the future of teaching: Preservice teachers’ reflections on the use of artificial intelligence in open and distributed learning. The International Review of Research in Open and Distributed Learning, 25(3), 304–325. 10.19173/irrodl.v25i3.7785
- Kellogg, R. T., Whiteford, A. P., & Quinlan, T. (2010). Does automated feedback help students learn to write? Journal of Educational Computing Research, 42(2), 173–196. 10.2190/EC.42.2.c
- Kendall, M. G. (1938). A new measure of rank correlation. Biometrika, 30(1–2), 81–93. 10.2307/2332226
- Khan, A. F., Jawad, M., & Ahmed, Z. (2025). The influence of ChatGPT-generated feedback on the writing skills of Pakistani ESL high school students: An experimental study. Research Consortium Archive, 3(1).
https://rc-archive.com/index.php/Journal/article/download/60/64 - Kim, J., Lee, T. H., Bae, Y., & Kim, M. K. (2024). A comparison between ai and human evaluation with a focus on generative ai. Proceedings of the 18th International Conference of the Learning Sciences-ICLS 2024, pp. 1722–1725. International Society of the Learning Sciences. 10.22318/icls2024.930382
- Kluger, A. N., & Adler, S. (1993). Person-versus computer-mediated feedback. Computers in human behavior, 9(1), 1–16. 10.1016/0747-5632(93)90017-M
- Kohnke, L., Moorhouse, B. L., & Zou, D. (2023). ChatGPT for language teaching and learning. RELC Journal, 54(2), 537–550. 10.1177/00336882231162868
- Lee, E. (2023, March 19). Is ChatGPT a false promise? Berkeley Blog.
https://blogs.berkeley.edu/2023/03/19/is-chatgpt-a-false-promise - Lee, I. (2019). Teacher written corrective feedback: Less is more. Language Teaching, 52(4), 524–536.10.1017/S0261444819000247
- Liu, Y., Xiong, W., Xiong, Y., & Wu, Y. F. B. (2024). Generating timely individualized feedback to support student learning of conceptual knowledge in Writing-To-Learn activities. Journal of Computers in Education, 11(2), 367–399. 10.1007/s40692-023-00261-3
- Loncar, M., Schams, W., & Liang, J. S. (2023). Multiple technologies, multiple sources: trends and analyses of the literature on technology-mediated feedback for L2 English writing published from 2015–2019. Computer Assisted Language Learning, 36(4), 722–784. 10.1080/09588221.2021.1943452
- Lu, Q., Zhu, X., & Cheong, C. M. (2021). Understanding the difference between self-feedback and peer feedback: A comparative study of their effects on undergraduate students’ writing improvement. Frontiers in psychology, 12,
739962 . 10.3389/fpsyg.2021.739962 - MacArthur, C. A. (2016).
Instruction in evaluation and revision . In C. A. MacArthur, S. Graham, & J. Fitzgerald (Eds.), Handbook of writing research (2nd ed., pp. 272–287). Guilford. - Mahfoodh, O. H. A. (2017). “I feel disappointed”: EFL university students’ emotional responses towards teacher written feedback. Assessing Writing, 31, 53–72. 10.1016/j.asw.2016.07.001
- Mamad, A., & Vígh, T. (2024). EFL/ESL Teachers’ and Students’ Perceptions and Practices of Written Feedback in a Higher Education Context. Profile: Issues in Teachers’ Professional Development, 26(2), 181–198. 10.15446/profile.v26n2.109141
- Máñez, I., Lipnevich, A. A., Lopera-Oquendo, C., & Cerdán, R. (2024). Examining pre-service teachers’ feedback on low- and high-quality written assignments. Educational Assessment, Evaluation and Accountability, 36(2), 225–256. 10.1007/s11092-024-09432-x
- Matsumura, L. C., Garnier, H. E., Slater, S. C., & Boston, M. D. (2008). Toward measuring instructional interactions “at-scale”. Educational Assessment, 13(4), 267–300. 10.1080/10627190802602541
- Mayring, P. (2004).
Qualitative content analysis . In U. Flick, E. von Kardoff, & I. Steinke (Eds.), A companion to qualitative research (pp. 266–269). Sage. - McGee, M., & Sadler, B. (2024). Equity in the use of ChatGPT for the classroom: A comparison of the accuracy and precision of ChatGPT 3.5 vs. ChatGPT4 with respect to statistics and data science exams. arXiv preprint arXiv:2412.13116. 10.48550/arXiv.2412.13116
- Miles, M. B., & Huberman, A. M. (1994). Qualitative data analysis: An expanded Sourcebook. (2nd ed). Sage.
- Millî Eğitim Bakanlığı [MEB]. (2019).
Türkçe dersi öğretim programı (ilkokul ve ortaokul 1-8. sınıflar) [Turkish language curriculum (primary and lower secondary grades 1–8)] . Millî Eğitim Bakanlığı. - Mollick, E., & Mollick, L. (2023). Assigning AI: Seven approaches for students, with prompts [Preprint]. arXiv. 10.2139/ssrn.4475995
- Moore, N. S., & MacArthur, C. A. (2016). Student use of automated essay evaluation technology during revision. Journal of Writing Research, 8(1), 149–175. 10.17239/jowr-2016.08.01.05
- Nelson, M. M., & Schunn, C. D. (2009). The nature of feedback: How diferent types of peer feedback afect writing performance. Instructional Science, 37(4), 375–401. 10.1007/s11251-008-9053-x
- Patton, M. Q. (2002). Qualitative research and evaluation methods (3rd Ed.). Sage. 10.1177/1035719X0300300
- Peck, L., & Kavanagh, S. S. (2024). Learning to give feedback to student writers: A systematic review of research on field-based experiences for pre-service writing teachers. Teaching and Teacher Education, 144,
104602 . 10.1016/j.tate.2024.104602 - Peterson, S., Childs, R., & Kennedy, K. (2004). Written feedback and scoring of sixth-grade girls’ and boys’ narrative and persuasive writing. Assessing Writing, 9(2), 160–180. 10.1016/j.asw.2004.07.002
- Pojslová, B. (2022). The role and perception of peer and teacher feedback in multiple-draft feedback provision on foreign language learners’ writing. Pedagogická orientace, 32(4), 444–483. 10.5817/PedOr2022-4-444
- Raihany, A. (2014). The importance of teacher’s written feedback on the students’writing in teaching learning process. okara: Jurnal Bahasa dan Sastra, 8(1), 91–106. 10.19105/ojbs.v8i1.458
- Razali, N. M., & Wah, Y. B. (2011).
Power comparisons of Shapiro-Wilk, Kolmogorov-Smirnov, Lilliefors, and Anderson-Darling tests . Journal of Statistical Modeling and Analytics, 2(1), 21–33.https://www.nrc.gov/docs/ml1714/ml17143a100.pdf - Renata, D., Renati, D., Hidayah, N., & Indriani, L. (2024). The impact of teacher’s feedback on students’ writing ability. English Education:Journal of English Teaching and Research, 9(1), 105–113. 10.29407/jetar.v9i1.21669
- Rismawati, S. R. A., & Hikmat, M. H. (2018).
Feedback Given By The Teacher On Students’ Writing At The Seventh Grade Of Smp Negeri 2 Juwiring [Unpublished doctoral dissertation] Universitas Muhammadiyah Surakarta.http://eprints.ums.ac.id/id/eprint/61476 - Roscoe, R. D., Wilson, J., Johnson, A. C., & Mayra, C. R. (2017). Presentation, expectations, and experience: Sources of student perceptions of automated writing evaluation. Computers in Human Behavior, 70, 207–221. 10.1016/j.chb.2016.12.076Get rights and content
- Sabzalieva, E., & Valentini, A. (2023). ChatGPT and artificial intelligence in higher education: Quick start guide. UNESCO.
- Saliu-Abdulahi, D., Hellekjær, G. O., & Hertzberg, F. (2017).
Teachers’ (formative) feedback practices in EFL writing classes in Norway . Journal of Response to Writing, 3(1), Article3 .https://scholarsarchive.byu.edu/journalrw/vol3/iss1/3 - Sarı, E., & Han, T. (2022). An investigation of Turkish EFL instructors’ beliefs about writing in English. Ordu Üniversitesi Sosyal Bilimler Enstitüsü Sosyal Bilimler Araştırmaları Dergisi, 12(1), 169–184. 10.48146/odusobiad.1080702
- Sarıkaya, H. (2023). Yazılı metinleri ölçme ve değerlendirmede geri bildirim kaynakları [Feedback sources in assessing and evaluating written texts]. Uluslararası Filoloji Bengü, 3(2), 29–46. 10.29228/filolojibengu.31
- Sheen, Y. (2007). The effect of focused written corrective feedback and language aptitude on ESL learners’ acquisition of articles. TESOL quarterly, 41(2), 255–283. 10.1002/j.1545-7249.2007.tb00059.x
- Shermis, M. D. (2014). The challenges of emulating human behavior in writing assessment. Assessing Writing, 22, 91–99. 10.1016/j.asw.2014.07.002
- Shermis, M. D., & Hamner, B. (2013).
Contrasting state-of-the-art automated scoring of essays . In M. D. Shermis, & J. Burstein (Eds.), Handbook of automated essay evaluation: Current applications and new directions (pp. 313–346). Routledge. 10.4324/9780203122761.ch19 - Shi, H., & Aryadoust, V. (2024). A systematic review of AI-based automated written feedback research. ReCALL, 36(2), 187–209. 10.1017/S0958344023000265
- Shute, V. J. (2008). Focus on formative feedback. Review of educational research, 78(1), 153–189. 10.3102/0034654307313795
- Srichanyachon, N. (2012). Teacher written feedback for L2 learners’ writing development. Humanities, Arts and Social Sciences Studies, 7–17.
https://so02.tci-thaijo.org/index.php/hasss/article/view/7149/6174 - Steiss, J., Tate, T., Graham, S., Cruz, J., Hebert, M., Wang, J., Moon, Y., Tseng, W., Warschauer, M., & Olson, C. B. (2024). Comparing the quality of human and ChatGPT feedback of students’ writing. Learning and Instruction, 91,
101894 . 10.1016/j.learninstruc.2024.101894 - Stevenson, M., & Phakiti, A. (2014). The effects of computer-generated feedback on the quality of writing. Assessing Writing, 19, 51–65. 10.1016/j.asw.2013.11.007
- Sullivan, G. M., & Feinn, R. (2012). Using effect size or why the p value is not enough. Journal of Graduate Medical Education, 4(3), 279–282. 10.4300/JGME-D-12-00156.1
- Tabachnick, B. G., & Fidell, L. S. (2013). Using multivariate statistics. Pearson.
- Taskıran, A., & Goksel, N. (2022). Automated feedback and teacher feedback: writing achievement in learning english as a foreign language at a distance. Turkish Online Journal of Distance Education, 23(2), 120–139. 10.17718/tojde.1096260
- Tate, T., Doroudi, S., Ritchie, D., Xu, Y., & Warschauer, M. (2023).
Educational research and AI-generated writing: Confronting the coming tsunami . EdArXiv. January, 10.https://www.writecenter.org/uploads/1/2/5/6/125695261/educational_research_and_ai-generated_writing_tate_et_al_2023__2_.pdf - Teddlie, C., & Yu, F. (2007). Mixed methods sampling: A typology with examples. Journal of Mixed Methods Research, 1(1), 77–100. 10.1177/1558689806292430
- Timperley, H. S., & Parr, J. M. (2010).
What is this lesson about? Instructional processes and student understandings in writing lessons . In C. Rubie-Davies (Ed.), Educational psychology: Concepts, research and challenges (pp. 32–49). Routledge. - Tlili, A., Shehata, B., Adarkwah, M. A., Bozkurt, A., Hickey, D. T., Huang, R., & Agyemang, B. (2023). What if the devil is my guardian angel: ChatGPT as a case study of using chatbots in education. Smart Learning Environments, 10(1), 1–24. 10.1186/s40561-023-00237-x
- Tossell, C. C., Tenhundfeld, N. L., Momen, A., Cooley, K., & de Visser, E. J. (2024). Student perceptions of ChatGPT use in a college essay assignment: Implications for learning, grading, and trust in artificial intelligence. IEEE Transactions on Learning Technologies, 17, 1069–1081.
https://ieeexplore.ieee.org/document/10400910 - Ülper, H. (2019).
Yazma becerilerini ölçmede kullanılan farklı ölçme yaklaşımlarının geçerlikleri üzerine, kompozisyon yazmanın amaçları bağlamında karşılaştırmalı bir inceleme [A comparative study on the validity of different assessment approaches used in measuring writing skills in the context of the purposes of composition writing] . Ankara Üniversitesi Eğitim Bilimleri Fakültesi Dergisi, 52(1), 1–30.https://www.researchgate.net/publication/332736492 - van Wyk, M. M. (2025). Student Teachers’ Leveraging GenAI Tools for Academic Writing, Design, and Prompting in an ODeL Course. Open Praxis, 17(1), 95–107. 10.55982/openpraxis.17.3.711
- Wahyudi, A., Sari, F., Pamuji, A., & Dharmawan, Y. Y. (2024). From Critique to Insight: Student Voices on English Writing Feedback. Voices of English Language Education Society, 8(1), 282–292. 10.29408/veles.v8i1.25659
- Ware, P. D., & Warschauer, M. (2006).
Electronic Feedback and Second Language Writing . In K. Hyland, & F. Hyland (Eds.), Feedback in Second Language Writing (pp. 105–122). Cambridge University Press.10.1017/CBO9781139524742.008 - Warschauer, M., & Grimes, D. (2008). Automated writing assessment in the classroom. Pedagogies: An International Journal, 3(1), 22–36. 10.1080/15544800701771580
- Wilson, J., Myers, M. C., & Potter, A. (2022). Investigating the promise of automated writing evaluation for supporting formative writing assessment at scale. Assessment in Education: Principles, Policy & Practice, 29(2), 183–199. 10.1080/0969594X.2022.2025762
- Wilson, J., & Czik, A. (2016). Automated essay evaluation software in English Language Arts classrooms: Effects on teacher feedback, student motivation, and writing quality. Computers & Education, 100, 94–109. 10.1016/j.compedu.2016.05.004
- Wilson, J., & Roscoe, R. D. (2020). Automated writing evaluation and feedback: Multiple metrics of efficacy. Journal of Educational Computing Research, 58(1), 87–125. 10.1177/0735633119830764
- Wisniewski, B., Zierer, K., & Hattie, J. (2020). The power of feedback revisited: A meta-analysis of educational feedback research. Frontiers in psychology, 10,
487662 . 10.3389/fpsyg.2019.03087 - Wondim, B. M., Bishaw, K. S., & Zeleke, Y. T. (2024). Effectiveness of teachers’ direct and indirect written corrective feedback provision strategies on enhancing students’ writing achievement: Ethiopian university entrants in focus. Heliyon, 10(2). 10.1016/j.heliyon.2024.e24279
- Xiao, J., Bozkurt, A., Nichols, M., Pazurek, A., Stracke, C. M., Bai, J. Y. H., Farrow, R., Mulligan, D., Nerantzi, C., Sharma, R. C., Singh, L., Frumin, I., Swindell, A., Honeychurch, S., Bond, M., Dron, J., Moore, S., Leng, J., Slagter van Tryon, P. J., Garcia, M., Terentev, E., Tlili, A., Chiu, T. K. F., Hodges, C. B., Jandrić, P., Sidorkin, A., Crompton, H., Hrastinski, S., Koutropoulos, A., Cukurova, M., Shea, P., Watson, S., Zhang, K., Lee, K., Costello, E., Sharples, M., Vorochkov, A., Alexander, B., Bali, M., Moore, R., Zawacki-Richter, O., Asino, T. I., Huijser, H., Zheng, C., Sani-Bozkurt, S., Duart, J. M., & Themeli, C. (2025.) Venturing into the Unknown: Critical Insights into Grey Areas and Pioneering Future Directions in Educational Generative AI Research. TechTrends, 1–16.
https://link.springer.com/article/10.1007/s11528-025-01060-6 - Xie, Y., Huang, L., & Wang, Y. (2020). The impact of AWE and peer feedback on Chinese EFL learners’ English writing performance. In Technology in Education. Innovations for Online Teaching and Learning: 5th International Conference, ICTE 2020, Macau, China,
August 19–22, 2020 , Revised Selected Papers 5 (pp. 258–270).Springer , Singapore. 10.1007/978-981-33-4594-2_22 - Xiu-Yi, W. U. (2024). AI in L2 learning: a meta-analysis of contextual, instructional, and social-emotional moderators. System,
103498 . 10.1016/j.system.2024.103498 - Yancey, K., et al. (2004). CCCC position statement on teaching, learning, and assessing writing in digital environments. Coll. Compos. Commun., 55(4), 785–790. 10.58680/ccc20042788
- Yang, H., & Kyun, S. (2022). The current research trend of artificial intelligence in language learning: a systematic empirical literature review from an activity theory perspective. Australasian Journal of Educational Technology, 38(5), 180–210. 10.14742/ajet.7492
- Yang, L., & Li, R. (2024). ChatGPT for L2 learning: Current status and implications. System, 124,
103351 . 10.1016/j.system.2024.103351 - Yao, Y., Zhu, X., Xiao, L., & Lu, Q. (2025). Secondary school English teachers’ application of artificialintelligence-guided chatbot in the provision of feedback on student writing: An activity theory perspective. Journal of Second Language Writing, 67,
101179 . 10.1016/j.jslw.2025.101179 - Zeevy-Solovey, O. (2024). Comparing peer, ChatGPT, and teacher corrective feedback in EFL writing: Students’ perceptions and preferences. Technology in Language Teaching & Learning, 6(3), 1482–1482. 10.29140/tltl.v6n3.1482
- Zhai, N., & Ma, X. (2022). Automated writing evaluation (AWE) feedback: A systematic investigation of college students’ acceptance. Computer Assisted Language Learning, 35(9), 2817–2842. 10.1080/09588221.2021.1897019
- Zheng, Y., & Yu, S. (2018). Student engagement with teacher written corrective feedback in EFL writing: A case study of Chinese lower-proficiency students. Assessing Writing, 37, 13–24. 10.1016/j.asw.2018.03.001
- Zou, D., Luo, S., Xie, H., & Hwang, G. J. (2022). A systematic review of research on flipped language classrooms: Theoretical foundations, learning activities, tools, research topics and findings. Computer Assisted Language Learning, 35(8), 1811–1837. 10.1080/09588221.2020.1839502
DOI: https://doi.org/10.55982/openpraxis.17.3.871 | Journal eISSN: 2304-070X
Language: English
Page range: 611 - 631
Submitted on: Mar 16, 2025
Accepted on: May 6, 2025
Published on: Aug 11, 2025
Published by: International Council for Open and Distance Education (ICDE)
In partnership with: Paradigm Publishing Services
Keywords:
© 2025 Mehmet Ali Baz, Sevil Hasırcı Aksoy, published by International Council for Open and Distance Education (ICDE)
This work is licensed under the Creative Commons Attribution 4.0 License.